The Sherborne Way

It’s Wholeness It’s Aspirational It’s You It’s The Sherborne WAY

In keeping with our desire to provide the very best all-round education for our pupils, we have consulted, reflected and ultimately collaborated in order to produce the very best learning opportunities and experiences that will allow our children to leave the Prep School with skills and aptitudes that will help to future proof them.

Our new Sherborne WAY, is our unique curriculum that is based on the National Curriculum of England, but further enhanced by our wonderful, caring team of staff, who prepare the children for a lifetime of learning, helping each of them find their brilliance.

It fuses our moral values and learning dispositions, with a refreshed, vibrant and modern take on an engaging, enriching thematic approach, developing the skills children will need to thrive as adults in the 21st century. This provides them with the foundational knowledge, the future skills, the self-belief and the sheer, unbridled joy of learning they deserve, as well as shaping well-educated, wellround children, who achieve their potential in a happy and nurturing school.

We do not believe that the ‘Prep’ in ‘Prep School’ means Preparation for exams; we believe that ‘Prep’ stands for: • Preparing children for life-long learning in an uncertain and fast changing world • Preparing children with learning virtues and a sense of purpose for success in their future schools, work and life • Providing strong and robust academic foundations which develop and empower the mind • Providing a varied range of intellectual, sporting, creative and collaborative opportunities which help to identify and develop individual talents, attributes and interests • Highlighting the skills, habits, emotional intelligence and cultural literacy needed to thrive in the 21st century • Leaving Sherborne Qatar Prep with a toolbox full of skills rather than just a bag of grades.

AIMS OF THE NEW CURRICULUM The Sherborne WAY is the perfect model for retaining the highest academic standards, but also providing a tailormade curriculum that suits and meets your child’s individual ability, without the loss of any academic rigour, challenging them in a variety of ways which, by the time they leave Year 6, will have given them an independence and confidence ready for the next chapter.

You see, we believe that children should be engaged in their learning and they should have frequent opportunities to explore a wide range of topics and concepts that interest them. We know that it is the skills and virtues children develop and acquire, through their learning, which propel them through life. Our aim is that the 11 year olds who leave us will have acquired foundational knowledge but more importantly, that they are equipped with independent learning skills, the ability to think critically and solve problems, to communicate effectively and to collaborate with others. We aspire to nurturing self-aware, confident and considerate young people ready to thrive within their senior schools and life beyond.

Foundations for the future.

Assessment Assessment is formative (over three years), however we will also be providing termly opportunities for children to demonstrate through more formal means what they have learnt, as currently these too are important skills that they must also become accustomed to.

Attainment and skills are highlighted and reported in all aspects of school: Academics, Personal Challenge, Service, Cultural and Life Skills, these are then assessed against our 6 Moral Values and 6 Learning Dispositions. Children are graded in all areas as they progress from Year 4: Laying the Foundations, to Year 5: Developing Awareness, then finally Year 6: Consolidating & Leading the WAY, when the children receive their Sherborne WAY Certificate of Achievement at ‘Commem’, at the end of the year. This will be made available to Senior Schools, along with their e-portfolio of evidence

Although leadership is not taught discreetly as part of the Sherborne WAY, we believe that through committing to being able to confidently apply our moral values and learning dispositions in a variety of contexts and situations our pupils develop their leadership qualities in parallel with their environment. Leadership is often confused with being a team captain, or Head Prefect, or in charge of something, but leadership skills are an important part of all our lives. Good listening and communication skills are important in leadership, so is organisation and time allocation to different activities. Initiative (or getting started) is an essential trait of personal leadership. The way we build relationships, influence others, make decisions and share tasks, alongside self-control and discipline; are essential leadership skills as well.

MENTORING From Year 5 children will have a mentor, who is not their Form Teacher. The main purpose of mentoring is to join all the learning, thinking, doing, practising, reviewing and improving we do at school together in one place; what really think about WHO each child is, what they find quite easy, what they find more challenging and to think more deeply about WHY learning matters, WHAT they are learning and – perhaps most importantly - HOW they are learning.

In mentor groups there will be four main activities (varying from session to session): 1. Defining and discussing our values and dispositions.

2. Mentoring in those values and dispositions and reflecting upon them in mentoring journals.

3. Engaging in paired or group activities which enable and highlight the development and practice of values and dispositions.

4. Termly 1:1 meetings between teacher mentors and pupils, to discuss progress and targets in the development of values and dispositions.

Academic

Personal / Challenge

To begin showing physical/ emotional support that builds or maintains relationships with others, in the classroom.

To begin showing physical/emotional support that builds or maintains relationships with others, during a ‘call to action’ – wherever that maybe eg in the classroom, on the sports pitch.

To beg that build whilst a respons

To begin working well with others, as part of a group, in the classroom.

To begin working well with others, as part of a group, during a ‘call to action’ – wherever that maybe eg in the classroom, on the sports pitch.

To begi group, w of resp

To show signs of not giving up or staying with a task until you complete it, in the classroom.

To show signs of not giving up or staying with a task until you complete it, during a ‘call to action’ – wherever that maybe eg in classroom, on the sports pitch.

To show task until holding a

Honesty

We are truthful in what we say and do. It means people can rely on us, in the classroom.

We are truthful in what we say and do. It means people can rely on us, during a ‘call to action’ – wherever that maybe eg in the classroom, on the sports pitch.

We are t people holding a

Responsibility

To begin to do the things you are To begin to do the things you are supposed To beg supposed to do and accept the to do and accept the results of your actions, to do a results of your actions, whatever whatever they may be, during a ‘call to action’ whateve they may be, in the classroom.

– wherever that maybe eg in the classroom, holding a on the sports pitch.

Respect

Respect To begin to do the To begin to do the things you are supposed To beg things you are supposed to do to do and accept the results of your actions, to do a and accept the results of your whatever they may be, during a ‘call to action’ whateve actions, whatever they may be, in – wherever that maybe eg in the classroom, holding a the classroom. on the sports pitch.

Kindness

Teamwork

An Example of the Year 4 Grid

Perseverance

Communication To begin listen carefully, speaking

To begin listen carefully, speaking or write clearly, and respect different views & opinions, during a ‘call to action’ – wherever that maybe eg in the classroom, on the sports pitch.

To begin and resp a volunte for a pe

Risk-taking

To show signs of controlled behaviour with a perceived uncertainty about its outcome, in the classroom

To show signs of controlled behaviour with a perceived uncertainty about its outcome, during a ‘call to action’ – wherever that maybe eg in the classroom, on the sports pitch.

To sho a perc whilst a respons

Independence

To begin showing signs of not having to depend on anyone or anything else, in the classroom.

To begin showing signs of not having to depend on anyone or anything else, during a ‘call to action’ – wherever that maybe eg in the classroom, on the sports pitch.

To begin on anyon or holdin o

Resilience

To begin showing the ability to cope when things go wrong, in the classroom.

To begin showing the ability to cope when things go wrong, during a ‘call to action’ – wherever that maybe eg in the classroom, on the sports pitch.

To begin go wro position

Creativity

To start imagining new ways of solving problems, approaching challenges, making connections or creating products. To begin displaying thinking that relates to discovery and inquiry, in the classroom.

To start imagining new ways of solving problems, approaching challenges, making connections or creating products. To begin displaying thinking that relates to discovery and inquiry, during a ‘call to action’ – wherever that maybe eg in the classroom, on the sports pitch.

To start im approac creating that rela voluntee for a pe

Curiosity

To show a desire to learn. It is an eagerness to explore, discover and work things out, in the classroom.

To show a desire to learn. It is an eagerness to To show explore, discover and work things out, during explore, a ‘call to action’ – wherever that maybe eg in voluntee the classroom, on the sports pitch. for a pe

or write clearly, and respect different views & opinions, in the classroom.

Service

gin showing physical/emotional support ds or maintains relationships with others, as a volunteer or holding a position of sibility for a period of time (not less than half a term)

Cultural

Life-Skills

To begin showing physical/emotional support that To begin showing physical/ builds or maintains relationships with others, whilst emotional support that builds looking to broaden experiences in school in an or maintains relationships with area new to you eg, a new club, activity in or out others. of school.

in working well with others, as part of a whilst as a volunteer or holding a position ponsibility for a period of time (not less than half a term)

To begin working well with others, as part of a group, whilst looking to broaden experiences in school in an area new to you eg, a new club, activity in or out of school.

To begin working well with others, as part of a group

w signs of not giving up or staying with a l you complete it, whilst as a volunteer or a position of responsibility for a period of time (not less than half a term)

To show signs of not giving up or staying with a task until you complete it, whilst looking to broaden experiences in school in an area new to you eg, a new club, activity in or out of school.

To show signs of not giving up or staying with a task until you complete it.

truthful in what we say and do. It means e can rely on us whilst as a volunteer or a position of responsibility for a period of time (not less than half a term)

We are truthful in what we say and do. It means people can rely on us, whilst looking to broaden experiences in school in an area new to you eg, a new club, activity in or out of school.

We are truthful in what we say and do. It means people can rely on us

gin to do the things you are supposed and accept the results of your actions, er they may be, whilst as a volunteer or a position of responsibility for a period of time (not less than half a term)

To begin to do the things you are supposed to do and accept the results of your actions, whatever they may be whilst looking to broaden experiences in school in an area new to you eg, a new club, activity in or out of school.

To begin to do the things you are supposed to do and accept the results of your actions, whatever they may be.

gin to do the things you are supposed and accept the results of your actions, er they may be, whilst as a volunteer or a position of responsibility for a period of time (not less than half a term)

To begin to do the things you are supposed to do and accept the results of your actions, whatever they may be, whilst looking to broaden experiences in school in an area new to you eg, a new club, activity in or out of school.

To begin to do the things you are supposed to do and accept the results of your actions, whatever they may be.

n listen carefully, speaking or write clearly, pect different views & opinions, whilst as eer or holding a position of responsibility eriod of time (not less than half a term)

To begin listen carefully, speaking or write clearly, and respect different views & opinions, whilst looking to broaden experiences in school in an area new to you eg, a new club, activity in or out of school.

To begin listen carefully, speaking or write clearly, and respect different views & opinions,

ow signs of controlled behaviour with ceived uncertainty about its outcome, as a volunteer or holding a position of sibility for a period of time (not less than half a term)

To show signs of controlled behaviour with a perceived uncertainty about its outcome, whilst looking to broaden experiences in school in an area new to you eg, a new club, activity in or out of school.

To show signs of controlled behaviour with a perceived uncertainty about its outcome,

n showing signs of not having to depend ne or anything else, whilst as a volunteer ng a position of responsibility for a period of time (not less than half a term)

To begin showing signs of not having to depend on anyone or anything else, whilst looking to broaden experiences in school in an area new to you eg, a new club, activity in or out of school.

To begin showing signs of not having to depend on anyone or anything else,

n showing the ability to cope when things ong, whilst as a volunteer or holding a of responsibility for a period of time (not less than half a term).

To begin showing the ability to cope when things go wrong, whilst looking to broaden experiences in school in an area new to you eg, a new club, activity in or out of school.

To begin showing the ability to cope when things go wrong,

magining new ways of solving problems, ching challenges, making connections or g products. To begin displaying thinking ates to discovery and inquiry, whilst as a er or holding a position of responsibility eriod of time (not less than half a term).

To start imagining new ways of solving problems, To start imagining new approaching challenges, making connections or ways of solving problems, creating products. To begin displaying thinking approaching challenges, that relates to discovery and inquiry, whilst looking making connections or to broaden experiences in school in an area new creating products. To begin to you eg, a new club, activity in or out of school. displaying thinking that relates to discovery and inquiry.

w a desire to learn. It is an eagerness to discover and work things out, whilst as a er or holding a position of responsibility eriod of time (not less than half a term).

To show a desire to learn. It is an eagerness to explore, discover and work things out, whilst looking to broaden experiences in school in an area new to you eg, a new club, activity in or out of school.

To show a desire to learn. It is an eagerness to explore, discover and work things out.

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